Classical Greek Extension 2024 HSC exam pack
2024 Classical Greek Extension HSC paper
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
HSC marking feedback
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Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written examination
Homer, Odyssey XIX and XX
Students should:
- address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
- support their explanation or analysis with relevant and valid examples, explaining the link between the examples given and the aspect being analysed
- use ellipsis when quoting more than a few words from an extract in order to avoid copying long sections of text
- explain in English how the Greek is relevant to their argument, and not leave sections of quoted Greek text unaddressed.
In better responses, students were able to:
- translate accurately, showing close knowledge of the text (Q1)
- demonstrate understanding of the context of the extract (Q2ai)
- demonstrate clear understanding of the character of Odysseus (Q2aii)
- provide a response which draws on the whole of the extract (Q2b)
- demonstrate clear understanding of personal relationships in Odyssey XIX and XX, drawing on a range of examples, such as the relationships between Odysseus and Telemachus, Penelope, Melanthius, Eumaeus and Eurycleia (Q3)
- provide a clear link between the examples of personal relationships and the narrative (Q3)
- provide examples of personal relationships, not just family relationships (Q3).
Areas for students to improve include:
- avoiding responses which are too narrow in focus (Q3)
- providing a range of examples to support a sustained analysis or explanation (Q2b, Q3).
Students should:
- refer to the information provided for the translation of the unseen extract (the introduction and the vocabulary)
- use the grammatical questions as pointers, designed to draw attention to those points of grammar necessary for an accurate translation.
In better responses, students were able to:
- demonstrate a good understanding of syntax and vocabulary (Q4a,b)
- convey a clear understanding of the overall sense of the extract by writing a coherent and fluent translation (Q4a,b)
- demonstrate knowledge of Homeric forms (Q4a,b)
- recognise the comparative κακίων in line 56 (Q4aiv)
- recognise the vocative Εὔμαιε συβῶτα in line 55 (Q4aiv)
- translate accurately lines 68-69 (Q4bi)
- recognise the genitive Άγαμέμνονος in line 70 (Q4bi).
Areas for students to improve include:
- paying close attention to the detail of the vocabulary and syntax (Q4a,b)
- developing a more precise knowledge of vocabulary (Q4a, b).
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